Textbook:

Aguirre, J., Mayfield-Ingram, K., & Martin, D. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. The National Council of Teachers of Mathematics

Cuoco, A., Goldenberg, E. P., & Mark, J. (1996). Habits of mind: An organizing principle for mathematics curricula. The Journal of Mathematical Behavior, 15(4), 375-402.

Cuoco, A., Goldenberg, E. P., & Mark, J. (2010). Organizing a Curriculum around Mathematical Habits of Mind. Mathematics teacher, 103(9), 682-688.

Eubanks-Turner, C., & Hajj, N. (2015). Mardi gras math. Mathematics Teaching in the Middle School, 20(8), 492-498.

Goldenberg, E. P., Mark, J., & Cuoco, A. (2010). An Algebraic-Habits-of-Mind Perspective on Elementary School. Teaching Children Mathematics, 16(9), 548-556.

Grant, M. R., Crompton, H., & Ford, D. J. (2015). Black male students and the Algebra Project: Mathematics identity as participation. Journal of Urban Mathematics Education, 8(2).

Isler, I., Marum, T., Stephens, A., Blanton, M., Knuth, E., & Gardiner, A. M. (2015). The string task: Not just for high school. Teaching Children Mathematics, 21(5), 282-292. (on reserve)

Mark, J., Cuoco, A., Goldenberg, E. P., & Sword, S. (2010). Developing Mathematical Habits of Mind. Mathematics Teaching in the Middle School, 15(9), 505-509. (on reserve)

Moses, R., & Cobb, C. E. (2002). Radical equations: Civil rights from Mississippi to the Algebra Project. Beacon Press.